000			01938nam a22002177a 4500
003			OSt
005			20240621142722.0
008			240621b |||||||| |||| 00| 0 eng d
020			_a9783319001883
040			_aDLC _ben _cDLC
100			_a Mirosław, Pawlak _qMirosław Pawlak
245			_aClassroom-oriented Research: _bAchievements and Challenges/ _cMirosław Pawlak;Jakub Bielak and Anna Mystkowska-Wiertelak
260			_aNew York; _bSpringer, _c2014.
300			_aXVII, 301 p. _bill.; _c22 cm.
500			_aIncludes references and bibliographical index.
520			_aThis chapter deals with some commonly held views in relation to the age-factor dimensions of the classroom learning of additional languages which the authors regard as serious misunderstandings. The principal issues focused on are the following: (a) the widespread notion that the younger = better tendencies observed among naturalistic acquirers of additional languages can be assumed to operate also in formal instructional settings; (b) the often unexamined assumption that such support as exists for the Critical Period Hypothesis constitutes an argument for early instruction in additional languages, or that a resolution of the veracity or otherwise of this hypothesis would also resolve the question of when to introduce additional languages into our schools; (c) the idea that ultimate attainment in the context of the classroom learning of additional languages is so much bound up with the age of those doing the learning that almost no other factors are relevant. With respect to all of the above, alternative research-based propositions are presented and advocated. _uhttp://172.20.27.22:4000/handle/123456789/18
650			_2Research _aClassroom oriented
700			_aMirosław Pawlak;Jakub Bielak and Anna Mystkowska-Wiertelak _eAuthors _qMirosław Pawlak
856			_uhttp://172.20.27.22:4000/handle/123456789/18
942			_2lcc _cBK _n0
999			_c3742 _d3742